Dr. Rahat Zaidi is Associate Professor of Second Language Pedagogy at the Faculty of Education of the University of Calgary. She holds two MA degrees, and received her doctorate in Didactics of Languages and Cultures at the Université de la Sorbonne, Paris, France. She has taught in different international settings, including the National Institute for Oriental Languages and Civilizations, Paris, France, and more recently at the University of Hamburg, Hamburg, Germany.

Her research interests include: (a) creating a greater awareness of the benefits of bilingualism and multilingualism, (b) extending the framework of second language pedagogy to include its application for public schools, (c) promoting a language awareness curriculum for schools and introducing reading intervention programs in the context of traditional schools, as well as schools for bilingual and heritage language speakers in Canada.

Dr. Sílvia Melo Pfeifer teaches at the University of Hamburg (Germany). Her research interests include multilingualism, multiculturalism, intercomprehension, heritage language, linguistic policy, teacher education. She has published widely in these areas and has been the leader of many national and international research projects pertaining to these interests.

Dr. Yumi Matsumoto is an assistant professor in the Educational Linguistics division at the University of Pennsylvania Graduate School of Education. Her work has appeared in the Modern Language Journal, Language Learning, TESOL Quarterly, the Journal of Multilingual and Multicultural Development, and the Journal of English as a Lingua Franca, among others. Her research interests include English as a lingua franca, intercultural communication, multimodality, gesture and L2 learning/development, and materials use in L2 classroom interactions.

Dr. Johannes Wagner is professor of Communication at the Department of Design and Communication, University of Southern Denmark. In his work in Applied Linguistics he has pushed for a microsociological understanding of second language learning and teaching practices. For many years he has collected data from mundane, out of school second language conversations to understand second language learning practices in the life-world of newcomers to a society. His latest edition (2018) is a co-edited volume on Longitudinal studies on the organization of social interaction (Palgrave Macmillan, with Simona Pekarek-Doehler and Esther González-Martínez). In recent years he has worked on human social praxis as the nexus of verbal interaction, embodied practices, human senses and tangible objects in the environment (social-objects.org). His latest publication here is a co-edited volume with Dennis Day (2019) Objects, Bodies and Professional Practices. Another part of his work is the development of tools and corpora of conversation analytic work (in cooperation with talkbank.org) and the preservation of ethnomethodological archives (emca-legacy.info).

Olcay Sert is professor at Mälardalen University (Sweden) and is the editor of Classroom Discourse (Routledge,Taylor &Francis) and is the author of Social Interaction and L2 Classroom Discourse (Edinburgh University Press), which was shortlisted for the BAAL Book Prize in 2016 and became a finalist for the AAAL first book award in 2017. His research deals with classroom discourse, second language talk, and language teacher education.

Dr. Ufuk Balaman is the vice-director of HUMAN (Hacettepe University Micro-Analysis Network) Research Centre and a lecturer at the Department of English Language Teaching, Hacettepe University, Ankara, Turkey. His main aim as a researcher is to contribute to the fields of conversation analysis, CALL, and TBLT. His research draws on conversation analysis for L2 learning especially in online task-oriented settings and computer assisted language learning. He was the recipient of the Best PhD Presentation Award given in memory of Jaclyn Ng Shi Ing at the 17th International CALL Conference, Tarragona, Spain. He has published widely on his research, including in Computer Assisted Language Learning, Journal of Pragmatics (Microanalysis of Online Data special issue), ReCALL and Language Learning & Technology (Qualitative CALL special issue).

Dr. Margaret R. Hawkins is a Professor in the Department of Curriculum and Instruction and the Ph.D. program in Second Language Acquisition at the University of Wisconsin-Madison. Her work, centered on engaged scholarship around issues of equity and social justice, focuses on languages, literacies and learning in classroom, home, and community-based settings in domestic and global contexts.  Published work examines: classroom ecologies; families and schools; language teacher education; global digital partnerships for youth; and responses of new destination communities to mobile populations.  She has worked with schools, communities, community-based organizations and institutions of higher education locally, nationally and globally.

Dr. Jaume Batlle Rodríguez teaches at the Department of Teacher Training in Language and Literature, Barcelona University. He has carried out ample research on  the topic of Spanish as a Foreign Language, from the perspective of both teacher and student. He is particularly interested in classroom interaction from a Conversation Analysis perspective. He is also interested in the role of technology, and other resources such as coursebooks, in language education.

María Isabel Lara Millapan belongs to the Mapuche people in Chile. She is a poet and native speaker of Mapudungun.

She holds a PhD in Language and Literature Education from the Autonomous University of Barcelona. She is currently an academic at the Villarrica Campus of the Pontificia Universidad Católica de Chile and an associate researcher at the CIIR Center for Intercultural and Indigenous Studies. Dr. Lara Millipan teaches courses on Teaching Literacy, Children's Literature and Mapuche Culture and Language to students of pedagogy (future teachers of primary and nursery education)
 

Her research area focuses on the processes of linguistic revitalization of Mapudungun. She has collaborated with several Mapuche communities to support the work of teaching this language. She is also the author of several works for the revitalization of the language, such as the software "Mapudungun mew", the book "Kimün": Learning Mapudungun through poetry and stories, and other books of poetry.  She is co-author of the book "Zomo Newen " which narrates life stories of Mapuche women in their struggle for indigenous rights. She is currently developing an anthology of Mapuche stories for children and an audio book.

Dr. David Block is ICREA Research Professor in Sociolinguistics in the Departament d'Anglès i Lingüística, Universitat de Lleida. He is a member of the Cercle de Lingüística Aplicada and Fellow of the Academy of the Social Sciences (UK); Visiting Professor at University College London, Institute of Education; and editor of the Routledge book series Political Economy and Applied Linguistics. Prior to joining ICREA in September 2012, Dr. Block worked at the University College London Institute of Education as Professor of Languages in Education. Before moving to UCL, he worked in Barcelona for 18 years as an English teacher in centres such as ESADE, and as a Lecturer in Applied Linguistics at the Universitat de Barcelona and the Universitat Autònoma de Barcelona. He completed his PhD in Applied Linguistics at the University Lancaster (UK) in 1995.  

Steve Thorne (Ph.D., UC Berkeley) is Professor of Second Language Acquisition in the Department of World Languages and Literatures at Portland State University (USA), with a secondary appointment in the Department of Applied Linguistics at the University of Groningen (The Netherlands). His interests include formative interventions in world languages education contexts, intercultural communication, indigenous language revitalization, communication across new media and mobile technologies, and research that draws upon contextual traditions of language analysis and usage-based and distributed approaches to language development.

Dr. Simon Webster has been a teacher and teacher trainer for over 25 years.  His doctoral research was in the field of language teacher cognition and he enjoys additional research interests in learner autonomy, ESAP course design and academic literacies. He is a lecturer at the Language Centre at the University of Leeds, UK.

Professor J. Cummins is one of the world’s leading authorities on bilingual education and second language acquisition. Recently retired from the University of Toronto, he has spent decades researching bi/plurilingual acquisition, in particular focusing on heritage language speakers in Canada. Best known as the author of two key concepts in language education: BICS and CALP (Basic Interpersonal Communication Skills; Cognitive Academic Language Proficiency), his work has had major implications for language and mainstream educators around the world.

Lou Harvey is Lecturer in Language Education in the School of Education, University of Leeds, which she joined in 2014. Her professional background is in teaching English as a foreign language, and she has taught in Edinburgh, Bratislava, Glasgow and Manchester. Lou’s research interests are in the relationship between language learning and intercultural learning, particularly in higher education contexts. She is now exploring new methods of researching language and intercultural learning through drama and performance, and is particularly interested in how these creative methods can inform public engagement with research and public intercultural learning.

Cristina received her B.A. in Humanities in 2005 and her Ph.D. with European Mention in 2011 from the Pompeu Fabra University. Her PhD Thesis, El desinterès lector adolescent [The lack of interest in reading] supervised by Dr. Daniel Cassany and Dr. Josep M. Castellà carries out an anthropological analysis of the literacy practices and the reading identities of four resistant adolescent readers. Currently she is a Juan de la Cierva Fellow (MECD) conducting her research on the integration of digital literacies in the educational curricula at GRAEL’s research group (UPF). Her research interest focuses on the role of literacy in the everyday life and ‘subcultures’ of Catalan/Spanish teenagers, particularly those that ‘resist’ schooling. Within this broad area, her research covers a variety of topics: ethnography and literacy, digital literacies (social networks such as Facebook and Instagram), literacy/literary identities in adolescent’s cultures (manga readers, rap singers, fanfiction members, role-playing gamers, tablet readers, private writing). This anthropological-driven research informs another group of classroom-based studies through which she explores the complex interface between vernacular, digital literacies and the curriculum. 

Victor Corona is Doctor of Didactics of Language and Literature from the University Autònoma of Barcelona (2012). He has taught courses in ethnographic, sociolinguistic and multilingual education at Universitat Autònoma de Barcelona, ​​Universidad Autònoma de Baja California (Mexico), Lyon 2 University and Paris V Descartes, La Sorbonne. He carried out a postdoctoral study in the ICAR laboratory of the École Normale Supériure de Lyon from 2015 to 2017. His research interest is related to the linguistic competences in the context of vocational schools, linguistics of the interaction, linguistic stylizations, contact of languages and the construction of identity. In June 2018 he joined the CLA of the University of Lleida as a postdoctoral researcher within the program "Juan de la Cierva-Incorporación".

Dr. Shannon Sauro is associate professor at the Department of Culture, Languages and Media at the University of Malmö. She works in teacher education, specializing in the teaching of English as a Foreign Language (TEFL). Her fields of research include the acquisition of second-language mediated through computers, the teaching of languages based on tasks in online environments and the intersection of 'fandom' online and the learning of languages. Her current line of research explores the use of collaborative fanfiction writing to carry out language and literary learning for advanced English L2 students.

Nigel Musk is a senior lecturer in English at the Department of Culture & Communication at Linköping University. His teaching and research interests are in linguistics, especially interactional linguistics, applied linguistics and sociolinguistics. His present research project concerns how new communicative contexts for learning, including those using digital technologies, may facilitate the development of language skills in English as a second language. This is part of a broader collaborative research project entitled LINT (Learning, Interaction and Narrative Knowing & Remembering), which also involves three other Swedish universities (Göteborg, Stockholm & Uppsala).

Dr. Kate Cowan is a Research Associate at UCL Institute of Education, London. Her research covers areas including early childhood education, play, literacies and digital technologies. Kate’s doctoral research was part of the MODE project which developed multimodal methodologies for researching digital data, including the ethics of video-based research with young children. Before joining UCL IOE, Kate worked as a nursery teacher and she remains committed to connecting research and practice. In addition to academic publication in books and papers, Kate has written for early years teachers, students and the general public.